SIXTH GRADERS' ATTITUDES TOWARD HUMAN RIGHTS AND THE RELATIONSHIP OF THOSE ATTITUDES TO SELF-CONCEPT, LOCUS OF CONTROL, RESIDENTIAL STABILITY, AND SEX
Abstract
This study was conducted in order to explore sixth graders' attitudes toward human rights concepts and the relationship of those attitudes to self-concept, locus of control, residential stability, and sex. The specific objectives addressed in this study were: (1) The relationship between self-concept and attitudes toward human rights in sixth-grade children; (2) The relationship between locus of control and attitudes toward human rights in sixth-grade children; (3) The influence of both self-concept and locus of control on attitudes toward human rights in sixth-grade children; (4) Differences between the stable and changing residential community schools and the relationship mentioned in the previous objective; and (5) Any differences due to sex in any of the previously mentioned objectives. A sample of 121 sixth-grade students (62 boys and 59 girls) from two middle schools in a mid-north Indiana public school system were selected for this study. One middle school was classified as stable and had very little or no movement of families in and out of the neighborhood. The other middle school was classified as changing due to the frequent movement of families in and out of the residential area. Data collection involved the administration of the Piers-Harris Children's Self-Concept Scale, the Nowicki-Strickland Locus of Control Scale for Children, and the Human Rights Assessment. The quantitative scores from the three testing instruments enabled analysis of the five hypotheses by utilizing multiple regression procedures in the hierarchical method. Dummy variables enabled the nominal-scale variables of residential stability and sex to be inserted into the regression equations. The .05 level of significance was selected to be critical for all statistical tests. An initial task of this investigation was the development of a questionnaire designed to measure sixth graders' attitudes toward human rights concepts, since an instrument of this nature did not exist. The Human Rights Assessement was judged to be valid and reliable with a Pearson r = .75 for sixth graders (N = 40). Regression analysis showed no significant results for all of the objectives in this study. Only 6.7% of the variation of human rights attitudes was explained by self-concept, locus of control, residential stability, and sex.
Degree
Ph.D.
Subject Area
Elementary education
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